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Factors That Hinder Women's Access to Management

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Factors That Hinder Women's Access to Management FACTORS THAT HINDER WOMEN’S ACCESS TO MANAGEMENT POSITIONS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN UGANDA: THE CASE OF EASTERN REGION Gidudu Lunyolo Hannah A Thesis submitted to the Institute of Postgraduate Studies in Partial Fulfillment of the Requirement for the Award of the Degree of Doctor of Philosophy in Education (Education Management) of Kabarak University. JUNE, 2015 i ii COPYRIGHT @2015 Gidudu Lunyolo Hannah All rights are reserved. No part of this PhD Thesis may be reproduced or transmitted in any form by means of either mechanical, including photocopying, recording, or any other information storage or retrieval system without permission in writing from the Author or Kabarak University. iii ACKNOWLEDGEMENT I thank God the Almighty for His protection, wisdom and His abundant love and care. He had good plans for me for He has brought me this far. Without Him, I would not make it. I feel deep gratitude to my supervisors Prof. T.M.O. Ayodo, and Dr. Betty J.Tikoko for their support, encouragement, guidance and dedication in supervising my PhD thesis. I also appreciate the efforts of my lecturers for their support. I am grateful to Dr. Kageni Njagi and Prof. James O. Awino for inspiring our class during research seminars. I extend my sincere appreciation to my dear husband Rt. Rev. Patrick Gidudu for his tireless support. My sincere gratitude to my children Samuel, Emmanuel, Marion and Janet for their prayers and support rendered to me during the study. My sincere gratitude to my son Samuel and Uncle Tim Wangusa who worked tirelessly to edit this work. My sincere gratitude to my daughter Janet Judith Gidudu for accompanying me during the many times I went to present my academic papers and during examination time. You endeavored to wake up in the night to prepare for me the meals for each day I was abroad. You did carry my heavy luggage each time I travelled. May God bless you all abundantly. I also extend my heartfelt thanks to my classmates at Kabarak University for their company, support and encouragement they rendered to me during this program, and the cooperation they exhibited during the course. I am very grateful to my friends Mr. Alfred Muwoya, Rev George Etyang Mr. Nabende Patrick, and Mr. Wandwasi Robert who worked tirelessly as my research assistants during data collection period. I do appreciate Uganda Christian University Mbale for meeting part of my financial obligation. Thanks to my brother Samuel, his wife Agnes for their support during my study and all the respondents in the study. iv DEDICATION This work is dedicated to my beloved mother Mrs. Penina Wepukhulu, my dear husband Rt. Rev. Patrick Gidudu and my children Samuel Lecob Gidudu, Emmanuel Rob Gidudu, Marion Tabitha Gidudu, Janet Judith Gidudu, and all female managers. v ABSTRACT This research explores the factors that hinder women‘s access to management positions in Government Aided secondary schools in Eastern Uganda, a matter insufficiently addressed by previous research by other scholars. The general objective was to establish these factors that hinder women‘s access to management positions in the said Government Aided secondary schools in the study area. Gender Equality Theory undergirded this research. A conceptual framework helped to focus on the variables that hinder women‘s access to management positions. Descriptive Survey Research Design was used. The study population was 18 female head teachers, 460 female teachers, 32 Chief Administrative Officers (CAOs), 32 District Education Officers (DEOs), and 32 Gender Focal Persons (GFPs). The sample was 5 CAOs, 5 DEOs, 5 GFPs, 5 female head teachers, and 210 female teachers. Purposive and simple random techniques were used to select the respondents. An interview schedule, a questionnaire and documents analysis were used to collect data. Data was analyzed using descriptive analysis, and Epi Info 7. The study established barriers to gender parity that included: socio-cultural, religious, home-based, individual, education level, discrimination, male dominated interviewing panels, and negative criticisms. Female head teachers experience unique challenges like balancing career work and family responsibilities, sexual harassment, socio-cultural and religious factors. Covert organizational practices like inadequate resources, biased structures, lack of transformation, negative work-identity perceptions, and work-life balance are a threat to women leadership. Given the existing gaps in available research, the study provided a new context relating to the factors that hinder women‘s access to management. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politicians in schools, sensitize stake holders, and implement gender equality policies. Key Words: Policies, Discrimination, Equality, Gender, Barriers, and leadership. vi TABLE OF CONTENTS Declaration ............................................................ ERROR! BOOKMARK NOT DEFINED. Recommendation .................................................. ERROR! BOOKMARK NOT DEFINED. Copyright ................................................................................................................................. III Acknowledgement ................................................................................................................... IV Dedication .................................................................................................................................. v Abstract ..................................................................................................................................... vi Table of contents .......................................................................................................................vii List of figures ............................................................................................................................ xi List of Tables ............................................................................................................................xii Abbreviations and Acronyms................................................................................................... xiii Definitions of operational of terms ........................................................................................ XV CHAPTER ONE ...................................................................................................................... 1 INTRODUCTION.................................................................................................................... 1 1.1. Background to the Study ................................................................................................. 1 1.2. Statement of the Problem ................................................................................................ 5 1.3. Objectives of the Study ................................................................................................... 6 1.4. Research Questions ......................................................................................................... 6 1.5. Significance of the Study................................................................................................. 7 1.6. Scope of the Study ........................................................................................................... 8 1.7. Limitations of the Study .................................................................................................. 8 1.8. Assumptions of the Study................................................................................................ 9 CHAPTER TWO ................................................................................................................... 10 LITERATURE REVIEW ..................................................................................................... 10 2.0. Introduction ................................................................................................................... 10 2.1. Women‘s Perceptions on Minimal Occupation of Management Positions ................... 10 2.3. Barriers to Women‘s Access to Management Positions in Secondary Schools ............ 12 2.4. Effectiveness of The Existing Government Gender Equality Policies to Enhance Women‘s Access to Management Positions in Government Aided Secondary Schools in Eastern Uganda.......................................................................................................... 17 2.4. Unique challenges that female head teachers face in the administration of government aided secondary schools ................................................................................................ 27 2.4.1. Socio-cultural challenges............................................................................................... 27 2.4.2. Home barriers ................................................................................................................ 33 2.4.2. Individual challenges ..................................................................................................... 35 2.4.3. Religious factors ............................................................................................................ 38 2.4.4. Coping strategies ........................................................................................................... 38 2.4.5. Conclusion ....................................................................................................................
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